A Study On The Relationship Between High School Students' Sense Of School Belonging And Their Mathematics Achievement

School sense of belonging is a kind of emotion that students recognize and integrate into school and school members in behavior,emotion and psychology in the process of school life,study and social intercourse.The study of mathematics plays an important role in the cultivation of students' ability and plays an important role in the college entrance examination.In this paper,500 students of Handan No.1 Middle School were investigated with the questionnaire of middle school students' sense of belonging compiled by Xu Kunying(2008),the questionnaire is divided into five dimensions: Peer Relationship,teacher behavior,school environment,school integration and school involvement.Through questionnaire survey and individual case interview,the present situation of school belonging of high school students in Handan No.1 Middle School was investigated,and the differences of school belonging variables in demographics were analyzed,the correlation analysis and regression analysis between school belonging and mathematics academic achievement,and the effect mechanism of school belonging on Mathematics Academic Achievement,the main conclusions are as follows:(1)the average score of high school students' sense of school belonging in Handan No.1 Middle School is 101.33.(2)there are significant differences in senior high school students' sense of school belonging on gender,class type,grade and whether or not they serve as class cadres,however,there was no significant difference in the sense of school belonging among senior high school students in the places of origin,arts and science,whether they were only children and whether they were gifted students.(3)there was a significant positive correlation between high school students' school belonging and their mathematics academic achievement.School belonging entered the regression equation: Mathematics Academic achievement-2.465+ 0.024 school belonging,the Correlation Coefficient was 0.308,school belonging positively predicted students' math achievement and accounted for 9.5% of their math achievement.(4)the mechanism of the effect of school belonging on mathematics academic achievement is that it affects students' mathematics academic achievement by influencing their academic emotion,motivation,self-confidence,will power and behavior habit.In theory,this paper enriches the research theory of the relationship between school belonging and mathematics academic achievement to a certain extent,and can improve the understanding of school belonging and arouse the attention of schools,teachers,students and parents,to some extent,it provides intellectual support for improving students' mathematics achievement and promoting their physical and mental health,and provides effective basis for improving school management and service.